Análise linguística/semiótica: O Que preconiza a BNCC de Língua Portuguesa para o Ensino Médio?

Abstract

This study, grounded in the Dialogical Theory of Language (DTL) and the contributions of the Bakhtin Circle, analyzes the development of the Linguistic/Semiotic Analysis (LSA) axis in the National Common Curricular Base (BNCC), focusing on the conception of language and discursive practices in High School. Starting from the understanding of language as a living, social, and ideological phenomenon, the research considers LSA as a practice that goes beyond the fragmented examination of linguistic elements, taking the utterance as the central unit of analysis and fostering criticality in language use. Given the above, the research starts from the following problem-question: what approach does the BNCC of Portuguese Language in High School offer regarding LSA? In order to answer the raised question, the following objectives were chosen for the investigation: General - to analyze how the LSA axis develops in the BNCC in light of the skills required therein; and Specific - (1) to investigate what concept of LSA practice is prescribed in High School by the normative document; (2) to understand how the study of discursive genres is organized and developed within LSA, considering an enunciative-discursive perspective that distinguishes primary and secondary genres; and (3) to examine how the study on LSA is structured based on the social fields of action defined by the BNCC. The methodology adopted a qualitative approach, of a documentary nature, with descriptive-interpretative analysis of thematic fragments extracted from the BNCC. The results show that the BNCC maintains an enunciative-discursive perspective from Elementary School, valuing the text as a unit of work and recognizing language in its social dimension. The conception of LSA in High School emphasizes the active participation of the student, the construction of meanings in socio-historical contexts, and the integration between school practices and social fields of action. Furthermore, the document proposes progression in working with discursive genres, considering complexity and social function, and reinforces argumentation as a resource for ethical and responsive positionings. It is concluded that the BNCC coherently incorporates the dialogical and social perspective in the LSA axis, aligning it with the competencies of Portuguese Language teaching in High School and promoting an approach that articulates theory, practice, and criticality in language analysis, which can contribute to the integral formation of students.